| Seminars and workshops
for Teachers |
| Schools can choose from several Cambridge
Seminars as well as specific workshops aimed at helping
teachers in various areas of ELT. |
| Each seminar/workshop lasts approximately
2 hours and costs Euro 130.00 for a group of no more than
20 participants. |
| Titles of Cambridge Seminars: |
Cambridge
ESOL
|
FCE Introduction
Seminar |
CAE Introduction
Seminar |
| Introduction Seminar
|
FCE Reading |
CAE Reading and Writing |
|
FCE Writing |
CAE English in Use |
| KET/PET Introduction |
FCE Use of English |
CAE Listening |
| KET Reading and Writing
|
FCE Listening |
CAE Speaking |
| KET Listening and Speaking |
FCE Speaking |
CPE Introduction Seminar |
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CPE Reading |
| PET Reading and Writing
|
|
CPE Writing and Speaking |
| PET Listening and Speaking
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| Other Seminars and workshops: |
| Multimedia resources in the classroom |
| The workshop will look at ways of using a
wide array of multimedia resources (e.g. pictures, music,
internet web sites, internet forums), as well as developing
computer-based lessons to be accessed independently by students. |
|
| Conversations with a purpose |
| Doing pair work in the classroom
is often not very 'natural' for students. This workshop
presents dialogues, debates, role-plays etc. that can help
students overcome the 'artificial' circumstances of classroom
L2 conversations. |
|
| Shakespeare Goes Global |
| A seminar that looks at the ways to make
Shakespeare relevant and accessible to young, non-native
English speaking students. Areas to focus on would be: |
- modern film interpretations of Shakespeare such as
di Caprio's Romeo and Juliet and Mel Gibson's Hamlet
- how Shakespeare shaped modern English language with
new coinages
- looking at Shakespeare's grammar, including how much
more flexible it is than the modern equivalent and how
some structures are strikingly similar to their equivalents
in Italian (also true of vocabulary).
- how Shakespearean themes are highly relevant in the
modern world - e.g. the futility of war (Troilus and
Cressida), the fragility of the human condition (As
You Like It, Hamlet)
|
| The seminar explores methods for engaging
students for all of the above points |
|
| Phrasal Verb Challenge |
| Phrasal verbs - every student's (and teacher's!)
nightmare. Course books don't always help - often they only
give lists to learn and written exercises. This seminar
looks at simple, stimulating ways to engage students and
get them using phrasal verbs. |
|
| Lost Grammar Points |
| There are a number of grammar points which
course books and resource books seem to steer clear of when
it comes to providing materials for practice. So there are
countless activities for the major tenses such as present
perfect, but very few for points such as articles or prepositions.
And yet those points are quite often exactly the ones that
students have recurring difficulties with. |
| This seminar looks at activities
which address these areas and enable students to practise
in a controlled but productive way. |
|
| Grammar Liberation |
| Following on from Number 3 above,
this seminar would look at the pros and cons of grammar
presented in rigidly expressed rules - e.g. those traditionally
employed for conditionals. By showing students more of the
mechanisms at work behind the structures we teach, we enable
students to think for themselves and find the reasons for
some of the 'rules' which they otherwise merely learn by
rote. |
|
| Coursebooks: Backbone or drawback? |
| A look at the advantages and disadvantages
of using a course book as the foundation of a course, and
focusing on ways to eliminate or overcome some of the disadvantages. |
|
| Implementing the Lexical Approach |
| A lot has been said and written about the
Lexical Approach, but actually trying to follow its principles
in the classroom, particularly in a group with a shared
L1, is not always easy. In this seminar, we look at the
methodology needed to get students thinking more and more
in 'chunks' of language, and therefore speaking more fluently
and accurately. |
|
| Gotta speak English proper! |
| Dealing with the thorny issue of pronunciation
- what is 'correct' pronunciation? What pronunciation should
we teach students? How much and how often should we 'correct
bad pronunciation'? And what should we correct? There are
two issues to examine: |
- the plethora of accents and dialects in English,
and the acceptance in the last 3 decades of these varieties
as all (more or less) valid
- the spread of English as a medium of communication
between non-native speakers of different nationalities
and the implications this has for the parameters of
acceptable pronunciation.
|
| Upon request the centre can organize seminars
or workshops on contemporary cultural topics on American
or British Society. |
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